Research

Call for Submissions: Art Education Journal Special Section

Experiences in Distance and Isolation: Art Stories From the Pandemic

Download full call and submission details here.

How do art educators creatively and collectively reimagine teaching and art practice during this pandemic and tell the story of their lived experience? The emergent culture of COVID-19 and the leaden isolation of quarantine are creating conditions for humanity to connect in other ways. As educators, we’ve adapted to survive and rely on incredibly imaginative ways to find creative connections. As I begin my journey as senior editor in these very uncertain and trying times, many thoughts cross my mind. Hearing the loud cheer and clapping for essential workers at 7pm from my apartment window in New York City, I am reminded that even though we are isolated, we are not really alone. The 7pm catharsis has become a coping mechanism for many New Yorkers and a form of collaborative community engagement. This pandemic has created new customs—be it the 7pm clapping, teaching remotely using Zoom, visiting a virtual museum with friends, or keeping a journal of experiences, to name a few. With time, these customs might become distant memories of this experience or a new way of being. Whatever the outcome, as art educators we have an inherent need to keep records of these shared experiences—be it in the form of a journal, artwork, story, conversation, or another creative form to get us through this emergent culture of COVID-19.

Inspired by the art of telling stories, I invite contributions ranging from 750–1,000 words for a special section for Art Education, titled “Experiences in Distance and Isolation: Art Stories From the Pandemic.” Narrative research begins with the experiences and occurrences that individuals convey in their lived and told stories (Creswell, 2007). With an emphasis on identifying new possibilities within everyday experiences, educational theorists D. Jean Clandinin and Jerry Rosiek (2007) urge researchers to lend a listening ear to the stories people tell. Spoken recollections and reflections play a vital role in narrative research, which highlights what we can learn about history and society through lived experiences (Chase, 2011). Lives do not necessarily serve as models, but stories do. Humans can be seen as storytelling organisms who individually, collectively, and socially live storied lives (Connelly & Clandinin, 1990). Many art educators use the art of storytelling and narrative in their work (Kantawala, 2017; Kraehe, 2015; Lawton, Walker, & Green, 2019; Luz Leake, 2019; Nolte-Yupari & Jones, 2020; Rolling, 2010; Stankiewicz, 2017; etc.). Your stories about experiencing distance and isolation will reveal, instruct, and inform many others by becoming their strength as they cope with this pandemic.

This section will be featured in the first five issues of Art Education in 2021 and will culminate in a special issue that will be fully dedicated to “Reflections in Isolation as History in the Making” (separate call for manuscripts).

Section contributions can be in the following formats but are not limited to:

  • Personal and visual reflections
  • Artworks
  • Conversations emerging from this experience
  • Memoirs
  • Letters
  • Interviews
  • Poems
  • Cultural and marginalized perspectives

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